Casey_Delta_Information Literacy Plan_ FRIT_ 7136 Information Literacy Lesson and Pathfinder

WOLFPACK RESEARCHER PATHFINDER URL http://www.zunal.com/webquest.php?w=94500

Grade: Eighth Time: 75 minute class period Teacher(s): Ms. Casey (SLMS), Ms. Middleton (teacher) Content Topic: Famous Georgians of the Civil Rights Movement Standards for the 21st-Century Learning Goals: Standard 1: Inquire, think critically and gain knowledge. Skills Indicator(s): 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness of needs, importance, and social and cultural context. Benchmark(s): Evaluate and select information based on usefulness, currency, accuracy, authority, and point of view. Dispositions Indicator(s): 1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information. Responsibilities Indicator(s): 1.3.2 Seek divergent perspectives during information gathering and assessment. Self-assessment Strategies Indicator: 2.4.2 Reflect on systematic process, and assess for completeness of investigation. Scenario: In collaboration with an eighth grade Georgia Studies teacher, the SLMS and teacher identified an area of the Civil Rights Movement unit that would benefit from the incorporation of information literacy skills. The unit itself consists of five social studies lessons that are standards based, differentiated, and include literature circles as a part of the cross curricular design. In the past, the culminating project was assigned to be completed at home by the student. After collaboration and exchanging of ideas, the teacher and SLMS agreed to conduct the research for the project in the LMC with the SLMS coaching the students on the steps for evaluating website resources.

Casey_Delta_Information Literacy Plan_ FRIT_ 7136 Connection to the Georgia Performance Standards: SS8H11- The student will evaluate the role of famous Georgians in the modern Civil Rights Movement.

Overview: In eighth grade Georgia Studies, students investigate the role of many leaders of the civil rights movement. Topics addressed in this investigation include the bus boycott in Montgomery Alabama, lunch counter sit-ins, Brown v. Board of Education, the legacy of Martin Luther King, Jr., the founding of the Student Non-Violent Coordinating Committee (SNCC), the admission of Hamilton Holmes and Charlayne Hunter to the University of Georgia, the Albany Movement, the March on Washington, and the Civil Rights Act. The teacher uses a thematic approach to build on prior knowledge of the Civil Rights Movement and to focus on the impact famous Georgians played in the advancement of the Civil Rights Movement. Unit EQ: How can political policies and decisions create a climate in which individuals and groups can voice opinions to bring about social change?
Final Product: Upon completion of the Civil Rights unit lessons, the students will select one hero of the Civil Rights Movement. After conducting research, the student will design a Mock Facebook Page (ppt. template) that contains biographical and historical information about the selected individual. The research information used for the project will be chosen by the students. The students will be required to follow the steps for evaluating resources as instructed by the SLMS during the literacy lesson. http://www.zunal.com/tasks.php?w=94500 Library Lesson: The SLMS in collaboration with the GA Studies teacher will guide students through the steps for evaluating a resource. The SLMS will use the Wolfpack Researcher pathfinder http://www.zunal.com/tasks.php?w=94500 to coach students through the literacy lesson. Opportunities for students to practice and demonstrate the newly acquired knowledge will be provided.

Casey_Delta_Information Literacy Plan_ FRIT_ 7136

ASSESSMENT Product: The students will complete the Web Evaluation Handout with Graphic Organizer which will be provided by the SLMS. In addition, the students will be assessed based on the information found on the Mock Facebook page. Process: The SLMS and the teacher will observe students as they conduct research. In a collaborative effort, the SLMS and the teacher will evaluate the website evaluation graphic organizer and the Mock Facebook page completed by each student. Additionally, the SLMS and teacher will evaluate student understanding through the student self-reflection rubric.

Student Self- Questioning: Did I locate credible sites? Did I set personal boundaries about what I viewed on the web? Did I use specific details from the site to inform me about its depth? Did I locate the information about the author and the agency with which the author is affiliated? Did I locate the most current information available about the topic? Did I use clues to detect bias in the chosen resources?

INSTRUCTIONAL PLAN Resources students will use during the literacy lesson: -Online subscription databases -Websites -Other (Smartboard)

Resources students will use to complete the final product: -Online subscription databases -Websites -Books -Reference -Nonprint -Periodicals/ Newspapers

INSTRUCTION Prior to arrival in the LMC, the teacher will administer the internet survey to determine the internet knowledge of the students. http://www.classzone.com/books/research_guide/pdf/Internet_Basics_Quiz.pdf

Casey_Delta_Information Literacy Plan_ FRIT_ 7136

Differentiated Instruction: Based on the results of the formative evaluation of internet knowledge, the students will be grouped as emerging researchers or expert researchers. The expert researchers group, which consists of students scoring 90% or greater on the formative evaluation, will be sent to the computer stations to access the Wolfpack Researcher pathfinder designed by the SLMS. http://www.zunal.com/webquest.php?w=94500 Each member of the expert group will be given a handout that lists in order the sites to be accessed on the Wolfpack Researcher pathfinder. These include RADCAB, Evaluating Internet Sites 101, Save the Tree Octopus, Water, Dihydrogen Monoxide. http://www.zunal.com/introduction.php?w=94500 The teacher will be responsible for assisting the advanced group as needed/ and or directing literacy questions to the SLMS.

Direct Instruction: The emerging researchers group will be relocated to the large group instruction area where the SLMS will provide an overview of the steps for evaluating resources. The SLMS will access the pathfinder and display the website on the Smartboard. http://www.zunal.com/webquest.php?w=94500 The emerging researchers group will be relocated to the large group instruction area where the SLMS will provide an overview of the steps for evaluating resources. The SLMS will access the pathfinder and display the website on the Smartboard.http://www.radcab.com/

Modeling and Guided Practice: The SLMS will direct the students to the computer workstations to access the pathfinder for the literacy lesson. The SLMS will guide the students in selecting the Evaluating Websites 101 link. http://library.albany.edu/usered/webeval/ This website provides specific descriptions of each step for evaluating resources. In addition, it requires the students to apply their knowledge after reading each of the steps. The students are able to view examples and non-examples of resources that address each of the steps of evaluation through the use of the virtual tutorial.

Casey_Delta_Information Literacy Plan_ FRIT_ 7136

Independent Practice: To evaluate the overall effectiveness of the literacy lesson, the SLMS will provide a summative assessment Web Evaluation Handout with Graphic Organizer that requires the students to select three websites and apply the steps for evaluating a resource (attached). http://www.zunal.com/evaluation.php?w=94500 SLMS and Teacher Sharing and Reflecting: In addition, the teacher and SLMS will share the responsibility for evaluating the Mock Facebook Page created by the students. Student Sharing and Reflecting: At the end of the unit, the students will self-evaluate their Mock Facebook Page and the process they used to research information for the project using the RADCAB Rubric found on the pathfinder. RADCAB Rubric- Summative Assessment for Self- Evaluation

http://www.zunal.com/zunal_uploads/files/20110411104732aqyQe.pdf

Casey_Delta_Information Literacy Plan_ FRIT_ 7136 Web Evaluation Handout with Graphic Organizer

Name ______________________________________ Date______________________ Using the Web: Whats Your Source? 1. Choose the topic you want to research. Write your choice here. ___________________________________________________________________ 2. Here are three useful search sites used previously in class. Yahooligans http://www.yahooligans.com Kids Click! http://sunsite.berkeley.edu/KidsClick!/ Google Directory- Kids and Teens http://directory.google.com/TopKids_and _ Teens / Choose one of the websites listed above and type the URL address at the top of your computer screen. Then press enter or return. Write the name of the search site you chose here. ___________________________________________________________________ 3. Choose a key word or words to use for your search. Write the key words here. ___________________________________________________________________

4. Type a key word into the blank next to the word search on the search site. Your computer will now show a list of sites and descriptions that match your key words. Read the descriptions and choose three sites that you will evaluate further for the research of your topic. For each site, answer the following questions using the graphic organizer table provided on the back of this page.

Casey_Delta_Information Literacy Plan_ FRIT_ 7136

Evaluating a Source Graphic Organizer

Name of the Site Website #1 Website #2 Website #3

URL of the Site (http or www.) What is the purpose of the site? Am I on the right track? Relevancy Is the information suitable to my age and core values? Appropriateness How much info. do I need? Adequacy? Detail When was the info. last published or updated? Currency Who created the site? Qualifications? Authority Why was the info. written? To inform? To entertain? To persuade? Bias

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Results of the Student Assessment All twenty-five students completed the components of all three of websites in the graphic organizer. The most common response from the students was that the organizer made the task of identifying valuable research easier. The virtual design of the Evaluating Websites 101 page provided immediate feedback which was beneficial for the students. All twenty-five students turned in the Mock Facebook Page and self- reflection rubric. After meeting with the teacher to evaluate the Mock Facebook Page, I was able to identify areas that could be improved in the literacy lesson. The teacher indicated she was surprised with the quality of the work turned in as a result of the literacy lesson. Additionally, I noted that allowing the students to conduct research at school had a major impact on the quality of the work submitted for evaluation. REFLECTION First, I recognized that time was crucial in this lesson. In the future, I will divide the lesson into two class sessions. I will provide the students a chance to pair up and practice identifying websites to evaluate. Day one will consist of the evaluation process and the virtual tutorial. Day two will consist of paired opportunities to practice evaluating resources and independent opportunities to demonstrate understanding. Because this was a new task, I was unsure how long the lesson would take to complete in its entirety. Second, I realized the importance of checking each of the links embedded in the Wolfpack Researcher pathfinder. Unfortunately, one of the hoax sites had changed its content to include obscene illustrations. Since I knew the possibility of the hoax sites changing their content daily, I avoided what could have been a disaster by checking the links before the students had access. Finally, I appreciate all of the hard work that goes into collaboration with the teacher and SLMS. It is extremely difficult to plan when schedules vary significantly. I plan to include more literacy lessons on the pathfinder in the future. I hope to be able to bring more classes into the media center for future projects. WOLFPACK RESEARCHER PATHFINDER URL http://www.zunal.com/webquest.php?w=94500

Casey_Delta_Information Literacy Plan_ FRIT_ 7136